Endre søk
Begrens søket
1234 151 - 159 of 159
RefereraExporteraLink til resultatlisten
Permanent link
Referera
Referensformat
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Treff pr side
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sortering
  • Standard (Relevans)
  • Forfatter A-Ø
  • Forfatter Ø-A
  • Tittel A-Ø
  • Tittel Ø-A
  • Type publikasjon A-Ø
  • Type publikasjon Ø-A
  • Eldste først
  • Nyeste først
  • Skapad (Eldste først)
  • Skapad (Nyeste først)
  • Senast uppdaterad (Eldste først)
  • Senast uppdaterad (Nyeste først)
  • Disputationsdatum (tidligste først)
  • Disputationsdatum (siste først)
  • Standard (Relevans)
  • Forfatter A-Ø
  • Forfatter Ø-A
  • Tittel A-Ø
  • Tittel Ø-A
  • Type publikasjon A-Ø
  • Type publikasjon Ø-A
  • Eldste først
  • Nyeste først
  • Skapad (Eldste først)
  • Skapad (Nyeste først)
  • Senast uppdaterad (Eldste først)
  • Senast uppdaterad (Nyeste først)
  • Disputationsdatum (tidligste først)
  • Disputationsdatum (siste først)
Merk
Maxantalet träffar du kan exportera från sökgränssnittet är 250. Vid större uttag använd dig av utsökningar.
  • 151.
    Thörne, Karin
    et al.
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för biologi.
    Hagberg, Mariana
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för biologi.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för biologi.
    Teachers’ talk aboutgenetics: how do they explain the central concepts and make connections betweenthe micro- and macro-levels?2010Konferansepaper (Fagfellevurdert)
  • 152.
    Treagust, David
    et al.
    Curtin University, Perth, Australia.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    Learning Biology with Multiple Representations2013Konferansepaper (Fagfellevurdert)
  • 153.
    Wahlberg, Sara
    et al.
    Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Avdelningen för kemi och biomedicinsk vetenskap.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för biologi.
    Clusters of concepts in the protein synthesis: A study of Swedish upper secondary science students' reasoning2009Konferansepaper (Fagfellevurdert)
  • 154.
    Wahlberg, Sara
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörs- och kemivetenskaper (from 2013).
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Conceptual Demography in Upper Secondary Chemistry and Biology Textbooks' Descriptions of Protein Synthesis: A Matter of Context?2018Inngår i: CBE - Life Sciences Education, ISSN 1931-7913, E-ISSN 1931-7913, Vol. 17, nr 3Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study investigates how the domain-specific language of molecular life science is mediated by the comparative contexts of chemistry and biology education. We study upper secondary chemistry and biology textbook sections on protein synthesis to reveal the conceptual demography of concepts central to the communication of this subject. The term "conceptual demography" refers to the frequency, distribution, and internal relationships between technical terms mediating a potential conceptual meaning of a phenomenon. Data were collected through a content analysis approach inspired by text summarization and text mining techniques. Chemistry textbooks were found to present protein synthesis using a mechanistic approach, whereas biology textbooks use a conceptual approach. The chemistry texts make no clear distinction between core terms and peripheral terms but use them equally frequently and give equal attention to all relationships, whereas biology textbooks focus on core terms and mention and relate them to each other more frequently than peripheral terms. Moreover, chemistry textbooks typically segment the text, focusing on a couple of technical terms at a time, whereas biology textbooks focus on overarching structures of the protein synthesis. We argue that it might be fruitful for students to learn protein synthesis from both contexts to build a meaningful understanding.

  • 155.
    Wahlberg, Sara
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörs- och kemivetenskaper (from 2013).
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörs- och kemivetenskaper (from 2013).
    Descriptions of the protein synthesis in upper secondary biology and chemistry textbooks – An educational data mining approach2016Konferansepaper (Fagfellevurdert)
  • 156.
    Walan, Susanne
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Barnens universitet - Intresseskapande STEM-aktivitet?2016Konferansepaper (Fagfellevurdert)
  • 157.
    Walan, Susanne
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Factors from informal learning contributing to the children’s interest in STEM – experiences from the out-of-schoolactivity called Children’s University2019Inngår i: Research in Science & Technological Education, ISSN 0263-5143, E-ISSN 1470-1138, s. 1-21, artikkel-id doi.org/10.1080/02635143.2019.1667321Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Background: Previous studies have investigated effects of out-ofschoolSTEM activities aimed at stimulating children’s interest inscience with positive results. However, research has not discussedthe reasons why such activities are successful.

    Purpose: In this study, we address this gap by investigating whichfactors children themselves identified as interesting when they visitedevents at an out-of-school activity named The Children’s University.

    Sample: Children aged 8–12 participated in the study. Altogether,there were 353 children involved in the data collection.

    Design and methods: A mixed method design was used, includinga questionnaire and semi-structured interviews inwhich children’s selfreportedexperiences were collected. Likert scale questions in thequestionnairewere analysed based on descriptive statistics. The openendedquestions and data from the interviews were categorized bycontent analysis and analytically interpreted through ‘the Ecologicalframework for understanding learning across places and pursuits’.

    Results: The children were positive about their visit, and these utterancescould mainly be related to the development of the individuals’interest and knowledge according to the Ecological framework. Weidentified two new factors influencing student’s interest in STEM inout-of-school activities: appreciating the spectacular and learning;verifying two factors of importance previously suggested in the literature:appreciating the content and the learning environment.

    Conclusions: The study highlights the specific factors the childrenactually appreciated from their visits to out-of-school activities,which could be of interest for stakeholders arranging differentkinds of STEM events promoting informal learning. The contentin the activities is important as well as spectacular features. Tohave the opportunity to learn something new in an environmentthat is conducive to learning is also of importance for children.

  • 158.
    Walan, Susanne
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Factors from informal learning contributing to the children's interest in STEM: experiences from the out-of-school activity called Children's University2019Inngår i: Research in Science & Technological Education, ISSN 0263-5143, E-ISSN 1470-1138, s. 1-21Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Background: Previous studies have investigated effects of out-of-school STEM activities aimed at stimulating children's interest in science with positive results. However, research has not discussed the reasons why such activities are successful. Purpose: In this study, we address this gap by investigating which factors children themselves identified as interesting when they visited events at an out-of-school activity named The Children's University. Sample: Children aged 8-12 participated in the study. Altogether, there were 353 children involved in the data collection. Design and methods: A mixed method design was used, including a questionnaire and semi-structured interviews in which children's self-reported experiences were collected. Likert scale questions in the questionnaire were analysed based on descriptive statistics. The open-ended questions and data from the interviews were categorized by content analysis and analytically interpreted through 'the Ecological framework for understanding learning across places and pursuits'. Results: The children were positive about their visit, and these utterances could mainly be related to the development of the individuals' interest and knowledge according to the Ecological framework. We identified two new factors influencing student's interest in STEM in out-of-school activities: appreciating the spectacular and learning; verifying two factors of importance previously suggested in the literature: appreciating the content and the learning environment. Conclusions: The study highlights the specific factors the children actually appreciated from their visits to out-of-school activities, which could be of interest for stakeholders arranging different kinds of STEM events promoting informal learning. The content in the activities is important as well as spectacular features. To have the opportunity to learn something new in an environment that is conducive to learning is also of importance for children.

  • 159.
    Walan, Susanne
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för matematik och datavetenskap.
    Mc Ewen, Birgitta
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för hälsovetenskaper.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper.
    Enhancing primary science: An exploration of teachers' own ideas of solutions to challenges in inquiry- and context-based teaching2016Inngår i: Education 3-13, ISSN 0300-4279, E-ISSN 1475-7575, Vol. 44, nr 1, s. 81-92Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Studies of inquiry- and context-based science education (IC-BaSE) have shown that teachers find these approaches problematic. In this study, 12 primary school teachers’ reflections on challenges related to IC-BaSE are explored. The aim of the study was to investigate which challenges primary teachers experience when working with IC-BaSE and how these may be solved. Group discussions and individual portfolios were used for data collection. Content analysis showed that the challenges teachers experienced were mainly practical relating to: how to find contexts, lack of time, handling big classes, students working at different paces, handling materials, and the teachers' need of control. The teachers also presented their own ideas of solutions to the challenges.

1234 151 - 159 of 159
RefereraExporteraLink til resultatlisten
Permanent link
Referera
Referensformat
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf